explain how scientific knowledge evolves as new evidence comes to light and as laws and theories are tested and subsequently restricted, revised, or replaced (e.g., explain how worldwide monitoring of environmental changes such as atmospheric CO2 or ozone levels has contributed to our understanding of global systems)
analyse and describe examples where scientific understanding was enhanced or revised as a result of the invention of a technology (e.g., describe how the development of the seismograph has helped determine the internal structure of Earth)
analyse and describe examples where technologies were developed based on scientific understanding (e.g., describe examples such as control techniques for shoreline erosion or the development of weather forecasting instruments)
analyse natural and technological systems to interpret and explain their structure and dynamics (e.g., explain the interactions of the atmosphere and the hydrosphere in the water cycle)
debate the merits of funding specific scientific or technological endeavours and not others (e.g., debate the merits of funding projects such as the Lithoprobe, Deep Sea Drilling, and MOHO projects, which have increased our understanding of Earth's crust)
identify and describe science- and technology-based careers related to the science they are studying (e.g., describe examples such as hydrologist and meteorologist)
propose courses of action on social issues related to science and technology, taking into account an array of perspectives, including that of sustainability (e.g., outline a strategy for groundwater protection that takes into account both its vulnerability and its economic importance)
develop appropriate sampling procedures (e.g., develop ocean or freshwater profiling techniques)
implement appropriate sampling procedures (e.g., measure local weather variables to determine microclimates within a given region)
carry out procedures controlling the major variables and adapting or extending procedures where required (e.g., carry out an investigation to compare the heating and cooling rates of soil and water)
use instruments effectively and accurately for collecting data (e.g., use instruments to accurately record and organize weather data)
select and use apparatus and materials safely (e.g., use materials safely when identifying rocks and minerals)
identify limitations of a given classification system and identify alternative ways of classifying to accommodate anomalies (e.g., suggest improvements to the classification system for rocks and minerals)
identify and explain sources of error and uncertainty in measurement and express results in a form that acknowledges the degree of uncertainty (e.g., identify sources of error when measuring local weather conditions)
propose alternative solutions to a given practical problem, identify the potential strengths and weaknesses of each, and select one as the basis for a plan (e.g., propose alternative solutions to problems created by stream or seashore erosion)
synthesize information from multiple sources or from complex and lengthy texts and make inferences based on this information (e.g., from research, infer the potential impact of forest fires on the atmosphere)
work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise (e.g., work cooperatively in developing a strategy on protecting groundwater)
describe theories and evaluate the limits of our understanding of Earth's internal structure
classify rocks according to their structure, chemical composition, and method of formation
classify common minerals according to their physical and chemical characteristics
analyse the interactions between the atmosphere and human activities
describe the composition and structure of the atmosphere
describe the dominant factors that produce seasonal weather phenomena
describe the characteristics of Canada's three oceans
describe interactions of components of the hydrosphere, including the cryosphere
analyse energy and matter transfer in the water cycle
describe major interactions among the hydrosphere, lithosphere, and atmosphere
Earth contains a variety of complex, yet interconnected systems. The major systems are generally referred to as Earth's spheres atmosphere, hydrosphere, lithosphere, and biosphere and within each are other systems or subsystems. It is important that students be introduced to the principal features of the atmosphere, hydrosphere, and lithosphere and how they interact with one another, because the physical setting for the biosphere is important. This illustrative example emphasizes the relationships between science and technology and the unifying concept of systems and interactions.
Students could investigate each of Earth's systems to identify their general characteristics. These investigations could include such activities as: monitoring weather patterns using appropriate tools and procedures; identifying and classifying rocks and minerals; analysing oceanographic data; and studying local examples of erosional activity.
The above exploration may lead to the following question:
How do the atmosphere and hydrosphere interact in the water cycle?
Students describe the physical processes of evaporation, condensation, and precipitation, including the energy transferral that takes place in each process. Using this information, they should be able to explain common weather phenomena such as rain, thunderstorms, hurricanes, and tornados. They should be able to demonstrate an understanding that, while the hydrosphere and the atmosphere may be described separately, they are inextricably linked.
To develop or reinforce their communication skills and to demonstrate their creativity, students could be asked to write a story from the perspective of a water molecule and, in the context of the story, thoroughly explain the water cycle.
For participation in outdoor activities, knowledge of the weather and weather systems is very useful. To become familiar with weather predicting, students develop possible weather scenarios describing some atmospheric conditions. They then challenge other classmates to predict what the effects of those conditions could be on weather for the short term and the long term.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 115-7, 116-4, 116-7
Skills: 213-3, 215-6
Knowledge: 330-4, 330-6, 332-1, 332-2, 332-3
Attitudes: 439, 445, 448
identify various constraints that result in tradeoffs during the development and improvement of technologies (e.g., identify the need to minimize the environmental impact of technologies that are being developed to efficiently extract natural resources)
Relationships between science and technology
describe and evaluate the design of technological solutions and the way they function, using scientific principles (e.g., evaluate the design of the technology used to recover oil or natural gas from the earth)
analyse society's influence on scientific and technological endeavours (e.g., examine the social considerations related to the development of a natural resource near a park, protected area, or Aboriginal land)
provide examples of how science and technology are an integral part of their lives and their community (e.g., provide examples of Earth resources that are used in the community)
analyse from a variety of perspectives the risks and benefits to society and the environment of applying scientific knowledge or introducing a particular technology (e.g., analyse the risks and benefits of offshore oil and gas development)
propose courses of action on social issues related to science and technology, taking into account an array of perspectives, including that of sustainability (e.g., attempt to reach consensus at a simulated town hall meeting called to discuss the potential development of a local natural resource)
formulate operational definitions of major variables (e.g., provide an operational definition for the grade of an ore body, or for the oil concentration in tar sands)
evaluate and select appropriate instruments for collecting evidence and appropriate processes for problem solving, inquiring, and decision making (e.g., select appropriate geophysical data to identify the most probable location of mineral concentrations and analyse the reliability of the data)
compile and organize data, using appropriate formats and data treatments to facilitate interpretation of the data (e.g., identify criteria for the economic development of a mine and apply them in interpreting a prospectus; present an assessment of the technological feasibility of extracting certain ore bodies)
compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, graphs, and scatter plots (e.g., collect and display geophysical data from a mineral exploration)
interpret patterns and trends in data, and infer or calculate linear and nonlinear relationships among variables (e.g., determine the quality and composition of a natural gas reservoir from available data)
identify and apply criteria, including the presence of bias, for evaluating evidence and sources of information (e.g., develop and apply criteria associated with geophysical data from a possible site of mineral concentration)
provide a statement that addresses the problem or answers the question investigated in light of the link between data and the conclusion (e.g., provide a rationale for their selection, from given data, of the most probable site of a mineral concentration)
develop, present, and defend a position or course of action, based on findings (e.g., develop, present, and defend a position at the town hall meeting about the potential development of a local natural resource)
evaluate individual and group processes used in planning, problem solving and decision making, and completing a task (e.g., conduct a debriefing session after the simulated town hall debate to evaluate the group dynamics)
describe the importance of minerals and mineral exploration at the local, provincial, national, and global levels
describe the historical evolution of extraction and of the use of several resources obtained from the lithosphere
describe the processes and technologies involved in developing an Earth resource, from exploration to extraction to refining
identify factors involved in responsibly developing Earth's resources
Many of Earth's resources are nonrenewable. In recent years, humans have become more aware of the need to recover and use resources in a responsible way. Students should develop an understanding and appreciation of the finite nature of Earth's resources and how these resources should be used to meet present needs, taking into account the needs of future generations. This illustrative example emphasizes the social and environmental contexts of science and technology.
Through discussion or a brainstorming session students indicate their understanding of the significance of mining activities in a global context and the contribution of mining activities to the local, provincial, or national economy.
The above exploration may lead to the following questions:
What types of information are necessary and what processes are used to make a decision about whether a specific mining activity should proceed?
Students analyse seismic data and drill-core sample data to determine the nature and size of a particular ore body. Students further analyse social, economic, and environmental factors to determine the economic viability or feasibility of developing the ore body, and to make and justify a decision.
Students role-play or debate the question of developing a mineral resource that has been discovered in a protected area. As a group, students could reach a consensus as to whether or not the resource should be developed.
Students role-play as investors and apply their knowledge to the interpretation of a mining company prospectus.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 117-2, 118-10
Skills: 214-5, 214-9, 215-7
Knowledge: 330-8, 330-11
Attitudes: 442, 443, 446, 447
describe the importance of peer review in the development of scientific knowledge (e.g., describe how the ideas of different scientists contributed to the evolution of the continental drift theory into the theory of plate tectonics)
compare processes used in science with those used in technology (e.g., compare the processes involved in the development of the seismograph with the use of the seismograph to understand earthquakes)
analyse and describe examples where technologies were developed based on scientific understanding (e.g., describe examples such as the development of a worldwide tsunami monitoring system)
describe and evaluate the design of technological solutions and the way they function, using scientific principles (e.g., use relevant scientific principles to describe how a seismograph functions)
evaluate the design of a technology and the way it functions on the basis of a variety of criteria that they have identified themselves (e.g., evaluate the design of buildings designed to withstand earthquakes)
state a prediction and a hypothesis based on available evidence and background information (e.g., propose a hypothesis for a type of plate boundary, given earthquake data)
identify the theoretical basis of an investigation and develop a prediction and a hypothesis that are consistent with the theoretical basis (e.g., predict areas of high earthquake activity based on their understanding of plate tectonics)
use library and electronic research tools to collect information on a given topic (e.g., conduct research on the Internet for information on current earthquake and volcanic activity)
compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, graphs, and scatter plots (e.g., compile and display evidence and information illustrating areas in the world that have high seismic and volcanic activity)
explain how data support or refute the hypothesis or prediction (e.g., support, using appropriate data, predictions of where there will likely be earthquake activity)
construct and test a prototype of a device or system and troubleshoot problems as they arise (e.g., construct and test a device that could be used to detect earthquakes)
evaluate a personally designed and constructed device on the basis of criteria they have developed themselves (e.g., evaluate a personally constructed seismograph using criteria they have developed themselves)
identify and evaluate potential applications of findings (e.g., use earthquake data to develop community emergency response plans for future earthquakes)
identify multiple perspectives that influence a science-related decision or issue (e.g., identify different perspectives on issues related to building in a geologically unstable zone)
describe methods of monitoring and predicting earthquakes, volcanic eruptions, and plate interactions
analyse evidence for plate tectonics theory
relate plate tectonics to the processes that change Earth's surface
Geophysical studies of Earth have generated evidence that Earth's interior is a dynamic, moving environment that has caused mountains to rise, basins to sink, and entire land masses to move, resulting in continual rearrangement of the surface of the continents and the configuration of the oceans. These processes, which modify the shape of Earth's surface, form the basis of the plate tectonic theory. Students can be provided with an excellent opportunity to develop an understanding of plate tectonic theory by examining various Earth processes. This illustrative example emphasizes the relationships between science and technology.
Students identify the location of global features such as mid-ocean ridges, marine trenches, island arcs, mountains, and volcanoes, and hypothesize why these features are located where they are.
The above exploration may lead to the following question:
How does an understanding of plate tectonic activity benefit humankind?
Students study the distribution of global features such as mid-ocean ridges, marine trenches, island arcs, mountains, and volcanoes. They could analyse the types of plate margins and correlate various features with a specific type of margin. Students could use the Internet to gather information about recent earthquake or volcanic activity, or other risks associated with geological processes.
Students explore the tools and techniques used to study the processes that change the lithosphere. These tools and techniques could include aerial photographs, satellite photographs, computer enhanced images, radar, and computer modeling.
Students analyse seismographic data to determine the epicenter of an earthquake.
Knowledge of earthquakes and information gathered from past experience may be used to create an emergency-response plan for a community located in a geologically active area.
Devise a set of construction guidelines for public buildings or homes, or guidelines governing the types of housing allowed in a geologically active area.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 114-7, 116-6
Skills: 212-4, 214-12, 214-18
Knowledge: 331-9, 332-9
Attitudes: 436, 440
explain the importance of communicating the results of a scientific or technological endeavour, using appropriate language and conventions (e.g., explain the importance of specifying absolute and relative dating information when describing a particular fossil)
distinguish between scientific questions and technological problems (e.g., distinguish between questions such as "How and why do the continents move?" and "How do we measure the rate at which they move?")
explain how scientific knowledge evolves as new evidence comes to light and as laws and theories are tested and subsequently restricted, revised, or replaced (e.g., explain how the principle of uniformitarianism was changed with the discovery of evidence for catastrophism)
analyse and describe examples where scientific understanding was enhanced or revised as a result of the invention of a technology (e.g., describe how radiometric dating techniques allow more accurate dating of rocks and fossils)
analyse and describe examples where technologies were developed based on scientific understanding (e.g., explain that radiometric dating techniques were developed from an understanding of radioactive decay)
analyse the knowledge and skills acquired in their study of science to identify areas of further study related to science and technology (e.g., recognize fossil identification and radiometric data analysis as valuable skills for possible careers in paleontology or archaeology)
construct arguments to support a decision or judgement, using examples and evidence and recognizing various perspectives (e.g., prepare arguments, taking into account various perspectives within and outside the scientific community, to defend a position on the age of Earth)
identify the theoretical basis of an investigation and develop a prediction and a hypothesis that are consistent with the theoretical basis (e.g., predict the age of a fossil, given the geological layer in which it is found)
use library and electronic research tools to collect information on a given topic (e.g., use the Internet to search for information related to recent ideas on the most ancient continental arrangement)
select and integrate information from various print and electronic sources or from several parts of the same source (e.g., select and integrate information from various sources on methods for determining the age of Earth)
compare theoretical and empirical values and account for discrepancies (e.g., compare the theoretical and the actual results from an activity that illustrates half-life by simulating radioactive decay)
evaluate the relevance, reliability, and adequacy of data and data collection methods (e.g., evaluate the reliability of radioactive decay data in determining the age of a fossil)
identify new questions or problems that arise from what was learned (e.g., suggest how the discovery of a new hominid fossil could alter our view of human evolution by answering certain questions, raising new questions, or opening up new lines of thought)
communicate questions, ideas, and intentions, and receive, interpret, understand, support, and respond to the ideas of others (e.g., participate in a class discussion on geological evidence that suggests continental positions and climate have changed over time)
select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate ideas, plans, and results (e.g., create and present a geologic timeline, highlighting key events)
use appropriate evidence to describe the geologic history of an area
describe the evidence used to determine the age of Earth, and the historical evolution of establishing
illustrate the geologic time scale and compare to human time scales
compare and contrast the principles of uniformitarianism and of catastrophism in historical geology
explain the appropriate applications of absolute and relative dating
describe geological evidence that suggests life forms, climate, continental positions, and Earth's crust have changed over time
Recent scientific and technological developments have enhanced our understanding of the history of Earth, but at the same time they have raised more questions. Since the human perception of time deals with relatively short periods, geologic time is a difficult concept for students to understand and appreciate. However, it is a critically important concept if students are to understand such concepts as the formation of planets, the movement of continents, the changing of climates, the evolution of organisms, and the development of mountains. This illustrative example emphasizes the nature of science and technology.
Students participate in a discussion on different explanations of the origin and the age of Earth from religious and cultural explanations to the big-bang theory. In exploring these ideas it is important for students to examine the evidence that has been collected to support the various explanations and to make their own judgements about the relative merits of each.
The above exploration may lead to the following question:
How has science and technology helped humans attempt to determine particular events in Earth's history?
Relative ages of rocks and events in Earth's history can be determined by applying basic Earth science concepts such as uniformitarianism, original horizontality, and superposition. Students should examine and interpret geological cross-sections that exhibit folding, faulting, intrusions, and erosion, in order to determine relative dating or sequencing of events.
The age of individual events or objects from Earth's history can be determined by various radiometric dating techniques. A radioactive decay simulation activity using coins or other appropriate objects would help students understand the concepts of radioactive decay, isotopes, and half-lives.
Students complete an analysis of a fictional geological cross-section and utilize other data generated by relative dating to identify the age of particular fossils.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 114-9, 115-7, 118-6
Skills: 214-7, 214-8
Knowledge: 330-12, 331-8, 332-5, 332-6
Attitudes: 436, 442
explain the roles of evidence, theories, and paradigms in the development of scientific knowledge (e.g., describe the historical development of theories to explain the origin of the universe)
explain how a major scientific milestone revolutionized thinking in the scientific communities (e.g., explain how the discovery of the redshift in the spectra of stars contributed to our understanding of the nature of the universe)
analyse why and how a particular technology was developed and improved over time (e.g., conclude that the evolution of telescopes from the optical to radio to the Hubble was in response to humankind's search for knowledge about the universe, or that the use of constellations in navigation was in response to the need to extend the ability to travel over long distances on Earth)
describe and evaluate the design of technological solutions and the way they function, using scientific principles (e.g., describe the way a telescope functions using appropriate principles of optics)
analyse why scientific and technological activities take place in a variety of individual and group settings (e.g., analyse the individual and group activities required to study various components of the universe)
analyse examples of Canadian contributions to science and technology (e.g., outline the role of the Canadarm in space exploration)
distinguish between questions that can be answered by science and those that cannot, and between problems that can be solved by technology and those that cannot (e.g., distinguish between questions such as "What information has science provided about the universe?" and "How well does science provide explanations for the origin and composition of the universe?")
design an experiment and identify specific variables (e.g., propose and test the variables that will change the eccentricity of an ellipse, using the string-and-pin method of drawing ellipses)
formulate operational definitions of major variables (e.g., given data such as diameter and density, describe the properties that divide the planets and moons into three groups: Jovian planets, telluric objects, and Ganymedian objects)
evaluate and select appropriate instruments for collecting evidence and appropriate processes for problem solving, inquiring, and decision making (e.g., evaluate remote sensing methods such as parallax, stellar magnitudes, and telescopes for determining different characteristics of components in the universe)
use instruments effectively and accurately for collecting data (e.g., observe and record the movements of celestial objects, using a telescope)
estimate quantities (e.g., use appropriate astronomical measurement units)
use library and electronic research tools to collect information on a given topic (e.g., use specialized journals to gather information on current research in astronomy)
describe and apply classification systems and nomenclature used in the sciences (e.g., classify stars according to temperature, luminosity, or mass)
apply and assess alternative theoretical models for interpreting knowledge in a given field (e.g., discuss different cultural interpretations of the constellations)
synthesize information from multiple sources or from complex and lengthy texts and make inferences based on this information (e.g., determine characteristics of different galaxies from information gathered from various multimedia resources)
compare and contrast a variety of theories for the origin of the universe
describe tools and methods used to observe and measure the universe
identify and compare various components of the universe
compare characteristics of various galaxies
describe the life cycles of stars
compare the composition of stars at different stages of their life cycles
The stars and other celestial objects have long held a fascination for humans. From the earliest times of recorded history, humans have attempted to explain what is in space. Students should be provided with opportunities to focus on the components of the universe beyond Earth and the solar system. Through various learning activities, students identify and describe the various components of the universe and develop an appreciation of the vast distances between these components. This illustrative example emphasizes the nature of science and technology and the unifying concept of similarity and diversity.
Students could be engaged in a general discussion or brainstorming session about the nature of the universe. This should lead to the identification of recent advances in technology, such as optical, radio, and orbiting telescopes, which have allowed astronomers to observe the various components of the universe and to speculate on what has happened in the past and what might happen in the future.
The above exploration may lead to the following question:
How are other stars similar to and different from the sun?
Students could use the Hertzsprung-Russell diagram to study theories of stellar evolution. This could lead to a discussion of the frequency of stars similar to our sun and the possibility and probability of other planets similar to Earth.
Students could develop an appreciation of the size of the universe and the vast number of stars and other components. Students should be able to understand the idea that because of the vast distances, the light reaching our eyes and our instruments is millions of years old, and therefore our present view of distant objects in space is actually a look back in time. What we are presently seeing is a snapshot of what happened millions of years ago.
The study of star formation and evolution may help students understand the chemistry of Earth's rocks, air, water, and life.
Students speculate about the possibility of life elsewhere in the universe. This could lead to a discussion of the necessary requirements for human life, and of the idea that different life forms may have different requirements.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 115-5
Skills: 213-6, 214-1
Knowledge: 333-2, 333-5, 333-6
Attitudes: 436, 439
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